The goal of problem-solving education should be to develop tools for thinking that will constitute a shell or framework of action procedures that can be applied on an ever-changing database. These tools come in the form of heuristics that can be modified and adapted to new situations. (Author/MLW)

Argues that students and teachers should be matched according to similar learning and teaching styles in order to facilitate students' learning. (SRT)

Investigates a cognitive model which proposes to account for performance in formation of a goal, selection of an information category, extraction of the information, integration of the information, and recycling until the goal of locating information in documents is met. Indicates that overall performance was facilitated by the model. (JK)

Briefly summarizes the research on television-viewing behavior relevant to news watching. Suggests ways in which research can be conducted to learn more about these habits as well as about active information processing. (JD)

Examines findings of scientists and educators who have studied whole brain processes as a means of learning new information and skills. Applies this research to the classroom. (SRT)

Research supported by a grant from the Office of Naval Research. (DD)

In the present study two modes of information integration, simultaneous and successive, were proposed as alternatives to reasoning and memory. The generality of these two was tested by factor analyzing the cognitive test scores of 9-11-year-old children from Canada and India. (Editor/RK)

The similarity match took longer than the identity match, and the difference in latency increased as the number of lines in the pattern increased. (Author)

Paper based on a dissertation submitted to the Department of Psychology at Indiana University. Research performed while the author had a Public Health Service terminal year fellowship; research also supported in part by a Public Health Service grant to Dr. Frank Restle. (VM)

The ways that children and adults use their limited cognitive processes in comprehending the complex input of a second language are discussed, and an information-processing approach to second-language learning is proposed and supported in a number of areas of second language research. Implications for research and teaching are examined. (MSE)